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Think-Turn-TalkGrade 3 – Grade 5
Big Ideas
• 3-5 seconds.
• 55% to 80% of time processing.
• Pair students thoughtfully.
• Plan questions well in advance.
© 2013 Texas Education Agency / The University of Texas System 2
Session Goals• Reinforce the importance of planned discussions
during lessons.• Focus on an instructional routine (Think-Turn-Talk)
to increase student engagement through planned discussion.
• Experience using Think-Turn-Talk.• Practice and plan to use the Think-Turn-Talk routine.
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THINK-TURN-TALK?Why Should We Use
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The Power of Think-Turn-Talk
• Engagement• Focus• Think-Time
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Think-TimePositive effects on students:• “The length and correctness of their responses
increase. • The number of their “I don't know” and no answer
responses decreases. • The number of volunteered, appropriate answers by
larger numbers of students greatly increases. • The scores of students on academic achievement tests
tend to increase.” (Stahl, 1994)
1.5 seconds
3 seconds
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Think-TimePositive effects on teachers:• “Their questioning strategies tend to be more varied
and flexible. • They decrease the quantity and increase the quality
and variety of their questions. • They ask additional questions that require more
complex information processing and higher-level thinking on the part of students.”
(Stahl, 1994)
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The Power of Think-Turn-Talk
• Engagement• Focus• Think-Time• Talk-Time
• Safer Environment• Application• Accountability• Assessment
© 2013 Texas Education Agency / The University of Texas System 8
Handout 1
Let’s Practice!
Piensa
Voltea
Habla
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Gaining Attention
What is your signal for gaining students’ attention?
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Let’s Practice!
Eyes on me!
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Let’s Practice!
Piensa
Voltea
Habla
How might the implementation of Think-Turn-Talk make a difference in your classroom?
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How were you affected by having
8 seconds to consider your
answer?
Think
3-5 Seconds
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THINK-TURN-TALKYour Classroom Routine…
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When Can You Use Think-Turn-Talk?Every lesson!
Every day! Every content area!
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Some Examples• PE: Why is it important for us to play by the rules?• Music: What kind of songs do you like to listen to and
why?• Math: Explain how you solved this problem.• Science: Why is it important to recycle?• Social Studies: What are some responsibilities of
citizens?
“Teachers ought to spend 55-80 percent of their time
allowing students to process information.”
(Jensen, 1998)
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Tips and Tricks• Explicitly teach, model, and
practice so that expectations are clear.
• Hang a large version of the poster and refer to it during lessons.
• Use popsicle sticks or other methods of random selection to choose who will share.
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Handout 2
Tips and Tricks• Think about how you will pair
students.• Assign students roles (such as
Partner A and Partner B).• Give each partner a specific
prompt.– Example: “Partner A, tell your partner one thing you learned about penguins after reading this paragraph.”
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THINK-TURN-TALKYour Lesson Plans…
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Tips and TricksPlan stops and prompts well in advance.
Where will you stop? Why will you stop there?
• What is the critical information?• Is there a part students will need
support in understanding?• How long have students been
sitting and listening?
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Tips and Tricks• Ask questions that involve critical thinking, opinion, or
an extended answer. – Specific: “Why does the character…?”
– General: “What are you thinking?”
• Ask questions that relate to the CPQ.• Ask questions that reinforce the cognitive strategy you
are focusing on in the lesson.• Write prompts on sticky notes and place them in your
T.E. as reminders.
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Tips and Tricks• After a student shares what
they are thinking, ask, “What makes you think that?”
• Follow-up student sharing with immediate and corrective feedback.
metacognition
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Features of Effective InstructionImmediate and Corrective Feedback• Describing why an answer is correct. Examples:
– Describing why the work was good/well done.
– Commenting on specific word usage.
– Explaining correct responses by one student to the whole class.
– Confirming a student’s performance. (Texas Education Agency/University of Texas System, 2007)
© 2013 Texas Education Agency / The University of Texas System
Features of Effective InstructionImmediate and Corrective Feedback• Specifying or implying a better way of doing something. Examples:
– Advising students to begin a task again.
– Modeling expectations again.
– Building on a student’s response.
– Asking students to compare with other examples.
– Showing students how to make specific corrections. (Texas Education Agency/University of Texas System, 2007)
© 2013 Texas Education Agency / The University of Texas System
THINK-TURN-TALKExperiencing
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CPQ: Why is
everyone surprised
by Mr. Kang’s
choice at the end of
the story?
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Think
Turn
Talk
CPQ: Why is
everyone surprised
by Mr. Kang’s
choice at the end of
the story?
Focus Strategy: Making Inferences
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Handout 3
WE DO
Core Program: Scott Foresman, Grade 2, Unit 5
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Your CPQ:
Which questions on Handout 4 would be effective prompts for Think-Turn-Talk?
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Handout 4
Copyright 2012 Texas Education Agency and the University of Texas System 33
Student CPQ: What are the many
responsibilities of a ferry captain?
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Which questions on Handout 4 provide good opportunities for Think-Turn-Talk?
Why do you think so?
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Think
Turn
Talk
YOU DO!1. Plan a CPQ for the excerpt
from Silverwing (p. 44 – middle of p. 48).
2. Plan three places for students to Think-Turn-Talk. Write your question prompts on the sticky notes. Place the sticky notes on the text where you will stop.
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Handout 5
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Big Ideas
• 3-5 seconds.
• 55% to 80% of time processing.
• Pair students thoughtfully.
• Plan questions well in advance.
“Teachers do not create learning. Learners create learning. Teachers create the environment for learning.” (Wiliam, 2005)© 2013 Texas Education Agency / The University of Texas System 42
ReferencesArcher, A. (2007, October). From adoption to expert implementation: Improving your language
arts program, grades K-6. Presentation given at Sonoma County Office of Education, Santa Rosa, California.
Armbruster, B., Lehr, M. & Osborn, J. (2003). A child becomes a reader. Portsmouth, NH: RMC Research Corporation.
Bowman, S. (2005). How to give it so they get it: A flight plan for teaching anyone anything and making it stick. Glenbrook, NV: Bowperson Publishing.
Cotton, K. (2001). Classroom Questioning. School improvement research series, Close-up #5. NWREL. Retrieved February 28, 2008, from: http://www.nwrel.org/scpd/sirs/3/cu5.html
Flanagan, A. (1997). Riding the ferry with Captain Cruz. In Scott Foresman Reading (2000). Grade 2, Unit 5. Pearson Prentice Hall.
Jensen, E. (1998). How Julie’s brain learns. Educational Leadership, 56(3), 41-45.
Lyman, F. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming Digest (pp. 109-113). College Park, MD: University of Maryland Press.
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ReferencesMcTighe, J., & Lyman, F. (1988). Cueing thinking in the classroom: The promise of theory embedded
tools. Educational Leadership, 45(7), 18-24.
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.
Oppel, K. (1997). Silverwing. New York, NY: Simon & Schuster Children’s Publishing Division.
Roth, S. (2001). Happy birthday Mr. Kang. In Scott Foresman Reading Street (2011). Grade 3, Book 2. Pearson Education, Inc.
Stahl, R. (1994). Using “think-time" and “wait-time" skillfully in the classroom. ERIC clearinghouse for social studies/social science education ERIC digest. Bloomington, IN. Retrieved February 28, 2008, from: http://www.ericdigests.org/1995-1/think.htm
Taylor, B., Pearson, P.D., Clark, K., & Walpole, S. (1999). Beating the odds in teaching all children to read. (CIERA Report No. 2-006). University of Michigan School of Education: Center for the Improvement of Early Reading Achievement.
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ReferencesTobin, K. (1987). The role of wait time in higher cognitive level learning. Review of Educational
Research, 57(1), 69-95.
Tomlinson, C., & Kalbfleisch, M. (1998). Teach me, teach my brain: A call for differentiated classrooms. Educational Leadership, 56(3), 52-55.
Vaughn Gross Center for Reading and Language Arts. (2007). Features of effective instruction. University of Texas System/Texas Education Agency.
Vaughn, S., Tejero Hughes, M., Watson Moody, S., & Elbaum, B. (2001). Instructional grouping for reading for students with LD: Implications for practice. Intervention in School and Clinic, 36(3), 131-137.
Wilde, J. (1998). Theory of mind goes to school. Educational Leadership, 56(3), 46-48.
Wiliam, D. (2005, November). Assessment for learning: The research evidence. Presentation given at the Alberta Assessment Consortium Conference, Calgary, AB.
Wiliam, D. (2005, November). Why (most) educational research doesn’t improve practice, and what we can do about it. Presentation given at the Alberta Assessment Consortium Conference, Calgary, AB.
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